“Courage to take on the bull”: Cultural citizenship in fifth-grade social studies

Falkner, Anna; Payne, Katherina A.

doi:10.1080/00933104.2020.1831675

Cited by 12 publications

(13 citation statements)

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“…Justice-oriented citizens should be critical about political, social, and economic structures in order to improve society and solve social problems (Khalil, 2021). Recent studies, on the other hand, have suggested pluralistic or multicultural citizenship, which are interwoven with critical democratic citizenship (Mathews and Dilworth, 2008; Knowles, 2018; Rodriguez, 2018; Shanks, 2019; Falkner and Payne, 2021). Critical democratic citizenship discourages memorization of facts and develops students to become problem solvers and active citizens who are committed to help improve society (Mathews and Dilworth, 2008; Saada, 2013; Gibson, 2020).…”

Section: Introductionmentioning

confidence: 99%

Citizenship Education in the K to 12 Junior High School Economics Curriculum in the Philippines: A Content Analysis

Dizon

2022

Citizenship, Social and Economics Education

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This study describes the integration of citizenship education into the K to 12 Junior High School Economics curriculum in the Philippines. Content analysis of the 2016 Curriculum Guide Learning Competencies (CGLCs) and 2020 Most Essential Learning Competencies (MELCs) for Social Studies was conducted to determine the alignment of the Economics curriculum with liberal individualist and civic republican conceptions of citizenship. Gaps that need to be addressed in the alignment of Economics learning competencies with citizenship education were explicated. Results of the study show that the Junior High School Economics curriculum integrates liberal individualist and civic republican conceptions of citizenship. However, civic-oriented outcomes like wastong pagbabayad ng buwis (correct payment of taxes) and bayanihan spirit (communal unity) need to be explicitly stated to ensure that these essential outcomes will not be missed out in the unpacking of the learning competencies.

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Section: Introductionmentioning

confidence: 99%

Citizenship Education in the K to 12 Junior High School Economics Curriculum in the Philippines: A Content Analysis

Dizon

2022

Citizenship, Social and Economics Education

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“…Several studies demonstrate that young people's identities, notably their cultural, racialised and political identities, powerfully shape their engagement in discussions of political issues (e.g., Beck, 2013;Clark, 2018;Crocco et al, 2018;Falkner & Payne, 2021;Payne & Journell, 2019). As McAnulty and Garrett (2022) put it, "students' identities are often implicated in the very topics of discussion, and so they bring with them their understandings of the world as they navigate classroom discussions" (p. 2).…”

Section: Young People's Engagement In Discussion Of Political Issuesmentioning

confidence: 99%

“…Payne and Journell (2019) report that a (White) primary teacher was able to support her distraught students of colour during a discussion that took place the day after Donald Trump's election by foregrounding their cultural and racialised identities, which underpinned most of the fears and frustrations they felt. Studying the same teacher, Falkner and Payne (2021) note that she offered students many opportunities to draw on their cultural, racialised and gendered identities before and during classroom discussions, for example by making a pair of glasses showcasing their identity, or "identity lenses," ahead of a discussion about the notion. They conclude that attending to young people's cultural and racial identities is a key aspect of critical civic education.…”

Section: Young People's Engagement In Discussion Of Political Issuesmentioning

confidence: 99%

“…This gap is particularly glaring at the preschool and elementary levels (children aged [3][4][5][6][7][8][9][10][11][12] perhaps as a result of assumptions about children's relative civic immaturity. (p. 4) Thus, I also locate my thesis in the scholarship that examines the democratic education of children (e.g., Darolia, 2020;Falkner & Payne, 2021;Hauver, 2019;Payne et al, 2020). 3 Sant (2019) identifies eight substantive conceptions of democratic education in educational research, each underpinned by distinct philosophical assumptions: the agonistic, critical, deliberative, elitist, liberal, multiculturalist, neoliberal and participatory conceptions.…”

Section: Conceptualising Democratic Educationmentioning

confidence: 99%

“…A key goal of agonistic democratic education, and indeed of much democratic education, is to get young people to engage with political issues. Democratic educators rely on several pedagogies to achieve this goal, notably classroom discussions, simulations and social action projects (Falkner & Payne, 2021;Wood et al, 2018). Because the pedagogy that is the focus of my study-the CPI-is a type of classroom discussion, I only review research related to this approach.…”

Section: Engaging With Political Issuesmentioning

confidence: 99%

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Navigating disagreement in democratic education: The potential of the Community of Philosophical Inquiry

Roucau¹

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Democracy is premised on disagreement, yet polarisation, passion and populism are everywhere on the rise. In this troubled political context, democratic educators face the daunting challenge of educating young people to navigate disagreement. The theory that provides the framework for this thesis—agonism—understands political disagreement as ineradicable, inherently passionate and enmeshed in relations of power, and it offers an innovative approach to democratic education with the potential to reduce polarisation and promote political renewal. However, the agonistic approach lacks clear pedagogical methods and empirical research investigating how young people engage with, and experience, agonistic democratic education. This thesis seeks to address these gaps by developing a novel educational framework and by offering the Community of Philosophical Inquiry (CPI)—the dialogical method at the heart of the Philosophy for Children (P4C) programme—as a promising pedagogy to advance the objectives of agonistic democratic education. Yet the CPI faces two sets of challenges: the dangers of mentalisation, harmony and apoliticism jeopardise its agonistic potential, while the dangers of distress and antagonism cast doubt on the suitability of the CPI and existing agonistic pedagogies for young people living in a volatile political context. To explore the CPI’s agonistic potential, a qualitative case-study was conducted with 76 young people (aged 8-17) involved in CPI dialogues in formal and informal educational settings, in Canada and New Zealand. This exploratory study combined interviews, video observation and body mapping to investigate how participants navigated disagreements and addressed political issues in CPI dialogues, and how they emotionally experienced these exchanges. In most cases, participants managed to sustain disagreement, in part by toggling between amicable and heated disagreement dynamics through moves that defused or stoked the emotional atmosphere of the dialogue. However, the amicable and heated dynamics each had an associated drift—the avoidant and the antagonistic drifts—which threatened to derail disagreement. In CPI dialogues, young people examined the abstract and concrete aspects of multiple political issues, envisioned society as it ought to be and reported feeling powerful political emotions. Yet the primarily philosophical way in which they approached political issues did not emphasise relations of power or political action. Lastly, while most participants enjoyed CPI dialogues, a few had strong negative experiences. Overall, these findings suggest that the CPI can only partially advance the objectives of agonistic democratic education, revealing the need to historicise, politicise and supplement the CPI with other pedagogies to empower young people to navigate disagreement and take political action. This study also underscores the importance of careful facilitation to support inclusive and productive dialogues, particularly when discussing complex political issues. Finally, it highlights the pedagogical and theoretical importance of recognising the entanglement of the emotional, epistemic and social aspects of dialogue.

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“Part of Being a Citizen is to Engage and Disagree”: Operationalizing Culturally and Linguistically Relevant Citizenship Education with Late Arrival Emergent Bilingual Youth

Jaffee

2022

The Journal of Social Studies Research

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During a divisive political time, it is critical that social studies teachers, teacher educators, and scholars commit to justice, equity, inclusivity, and diversity when teaching, engaging, and learning with emerged bilingual (EB) students. This study examines how late arrival EB students and their teachers conceptualize social studies, citizenship, and civic education through a framework of culturally and linguistically relevant citizenship education (CLRCE). The findings in this study extend the original CLRCE framework by drawing from multiple sites of pedagogical ideas and action to support late arrival EB students inside and outside of the social studies classroom. This study offers examples for how to implement CLRCE in communities experiencing similar demographic shifts as well as in schools who are interested in centering the cultural, linguistic, and civic experiences of their students. Specifically, this study reveals pedagogical examples and sites of critical citizenship that center EB students’ ideas, experiences, assets, and actions in civic society and in the social studies classroom, offering ways to rethink and reimagine civics education.

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“Courage to take on the bull”: Cultural citizenship in fifth-grade social studies

Cited by 12 publications

References 66 publications

Citizenship Education in the K to 12 Junior High School Economics Curriculum in the Philippines: A Content Analysis

Citizenship Education in the K to 12 Junior High School Economics Curriculum in the Philippines: A Content Analysis

Navigating disagreement in democratic education: The potential of the Community of Philosophical Inquiry

“Part of Being a Citizen is to Engage and Disagree”: Operationalizing Culturally and Linguistically Relevant Citizenship Education with Late Arrival Emergent Bilingual Youth

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